Name: Ihiabe Glory Ojimaojo

Matric Number: NTI/PGDE/2022/4997

Course Code: PDE 714

Course Title: Guidance & Counselling II

Assignment 1

1a. Define Counselling Process:

It is the series of stages a counsellor goes through to help a client solve a problem or understand a
problem which is done within the space of a time.

b. Identify the four(4) stages of Counselling Process according to Okobia and explain two(2)

i. Interview stage

ii. Working Stage

iii. Termination Stage

iii. Follow up Stage.

Interview Stage: This is the first stage of Counselling Process. This stage is characterised by orientation,
familiarisation and introduction of the counselor and the client. They acquaint themselves with each
other. The Counselor in this process seeks to know the client he is about to deal with. The client at this
stage is not expected to talk about his problems here. The Counselor's role here is to gain the trust of
the client and ensure that confidentiality is gained. The Counselor must exhibit qualities likes patience, a
good listening attitude and the likes that shows that he)she is a good counsellor.

Follow Up Stage: This is the stage in a counselling process that the counsellor will want to find out
whether the client is carrying out the decisions arrived at the process and what problems are being
experienced as the client tries to follow instructions given to him/her.

c. Differentiate between group and group dynamics:

Group is any collection of human beings who are brought into a social relationship with one another.
WHILE Group Dynamics is all that it takes to form a group which is very important in determining social
relationships of individuals.

d. State any five(5) Practical factors in group formation:

i. Size of the group

ii. Duration and time for meeting

iii. Place of meeting

iv. Nature of membership

v. Nature of the group.

2a. List five(5) methods of disseminating career information to students and briefly explain any two(2)

i. Career Day/Week

ii. School Assembly

iii. Electronic Media

iv. Career Files

v. Career Library.

School Assembly: this is one of the easiest way to disseminate information to students. Here the
principal gives the counsellor opportunity to tell the students about the school’s plan on career
development.

Career Library: the counsellor is to make available information to students in the career library. A part
of the school library should be reserved for career information. When students need career information
from books, journals, magazines, tape recorded cassettes it should be made available to the students
from the career library. The students should be taught how to look for useful information from that
section.

b. Enumerate the dynamics involves in forming a group for Counselling

i. Clarify the rationale and purpose for starting the group

ii. Announcing counselor's intention and recruitment.

iii. Screening and selecting of members

c. Discuss the type of information needed for career planning and development.

i. Nature of the job: information about the nature of the careerust be properly meted out to the
students.

ii. Job prospects and advancements: what you can do and become with that career path should be
known to the students

iii. Salary and Other benefits: the monetary benefits should be made known to the students.

iv. Job Hazards: the dangers involved in chooseing the career should be made known to the students too

d. Explain the term Job Searching and mention five(5) factors to be considered before creating a job.
Job searching is the process by which am unemployed individual go all out seeking for an opportunity to
work to earn a living. The importance of job search in an unemployment prevailing community cannot
be over emphasized. This search involves that the applicant meet certain requirements which would
qualify him forthe job he is seeking. Job searching could be made easy by placing job opportunities on
the pages of Newspaper and Using the electronic media.

Factors to be Considered before Creating a Job are:

i. Feasibility Study

ii. Types of instruments Needed for the job

iii. Scope of Expansion

iv. Prospects of the job

v. Legal backing.

Name: Ihiabe Glory Ojimaojo

Matric Number: NTI/PGDE/2022/4997

Course Code: PDE 714

Course Title: Guidance & Counselling II

Assignment 2

1a. Define the Concept of listening Skills in Counselling

Listening Skills is all the techniques involved in paying rapt attention to a client. Listening is the ability of
the counsellor to pay attention to the verbal and non-verbal expressions of the client. It involves hearing
words, receiving the sound made by the client, and gaining insight into whatever is uttered. Attentive
listening is a skill that must be developed and used by any counsellor.

b. State any four (4) problems that could affect good listening during counselling Process

i. Inability of the client to hear the counsellor.

ii. Lack of trust between the client and the counsellor.

iii. When the client is shy or timid.

iv. Tension and anxiety on the part of the client.

c. List and explain ten (10) problems that could affect good listening during counselling Process.

i. Language barrier

ii. Cultural barrier

iii. Interruptions and Distractions: When people, your phone as a counsellor keeps interrupting the
session, it becomes a barrier to listening.

iv. Emotional barrier: The client should be led to maintain a stable emotions. Judgemental words should
not be used by the Counselor.

v. Physical barrier in communication: the environment chosen for Counselling should be Serene and free
from pollution of any kind.

vi. Psychological barrier: some client day dream and are easily carried away

vii. Time pressure: when it's obvious you are trying to do so much in a little time, the pressure becomes
glaring..

viii. Too much of information at a time: the counselor must learn to take information one at a time.

ix. Tone of your Voice: if it's too loud , it becomes a distraction. If it's too low it becomes another
distraction.

x. Pace of Speech: this is how fast so how slow you speak whole communicating with the client.
 d. Identify and Explain any five(5) non verbal cues behaviours that can be displayed during counselling
sessions.

i. Facial Expression: Facial expression is possibly the most important nonverbal communication. We can
share a message of anger, surprise, disappointment, fear, or sadness simply through facial expressions,
such as raised eyebrows or the shape of the mouth.

ii. Gaze: How much and when we look at a speaker conveys a level of interest. As we talk, it can also
provide us with details of our listener’s reactions to what we have said.

iii. Eye contact: Eye contact is more direct than gaze; it conveys a great deal, including anger, interest,
and even attraction.

iv. Gestures: We can frame what we are saying or illustrate our points using physical movements. They
may show emotion (e.g., using a pointed finger or a clenched fist) or add information to our words,
illustrating a shape, size, or movement.

v. Posture: When we physically turn toward someone as they speak or lean forward, we convey interest;
facing away or leaning backward can suggest a lack of interest or even boredom. Posture, such as sitting
with legs and arms crossed tightly, may express being anxious or uptight.

2a. Explain the meaning of Record Keeping.

Record keeping is a deliberate process of keeping information either written or oral stored in a
computer in an orderly manner so that inferences can be made at any given time.

b. Why should a counselor keep records?

i. To know each of his clients personally by name.

ii. It also enables the counsellor to appreciate and understand each client’s problem and the need to
find solution to such problems.

iii. It enables the counsellor to appraise the guidance programme in school and determine its
weaknesses and strengths and know where to put more effort.

iv. Good record keeping can assist the counsellor to explain the problem of the client to significant
others like parents, teachers and specialists.

v. The counsellor can use his record about a client for referral purpose. In some cases he may need to
handover some aspects of the entire record of the client to the specialist he is referring the client to.

vi The counsellor can use the records about the client to encourage him/her about the progress made
about his problem.

c. List five (5) types of information to be kept as records

i.Parent’s educational background.

ii. Position in the family.

iii. Reports from teachers (report cards).

iv. Career aspiration.

v. Counselling session reports

d. List five (5) areas you would consider for self employment.

i. Bakery

ii. Chid day care

iii. Carpentry/ Painting

iv. Farming

v. Hair dressing

e. Explain any two(2) of the listed areas.

Farming: The Federal and State governments are encouraging the youths especially graduates to go
back to farming. The country can no longer rely on petroleum for the country’s sustenance. Loans for
farming are given to interested persons with little or zero interest rate just to encourage interested
individuals to take to farming even though it is seasonal. Dry season farming could also be encouraged.

Hair Dressing: This is a low capital intensive venture and easy to learn occupation. Graduates and even
undergraduates could be encouraged to take to this business while they study.

3a. What are the processes involved in searching for a job:

i. Adequate knowledge of the job : You have to know and be sure of the type of job you are looking for.
What type of job really needs qualification, personality and environmental factors?

ii. Job Haunting: The individual must take a bold step to go out to actually do the hunting for job. He
needs to discover job that might eventually lead him to getting the job.

iii. Invitation for Interview: There is the need to pursue the job until the person has been called for an
interview.

iv. Preparing and Attending an Interview: This may involve rehearsing what the person has studied.
Reading some tips on how to attend an interview including role playing and how to behave in the
presence of an experienced worker is part of the rehearsals for the assessment.

b. As a Counselor, enumerate and discuss (5) types of information kept as records.

i.Parent’s educational background.

ii. Position in the family.

iii. Reports from teachers (report cards).

iv. Career aspiration.

v. Counselling session reports

c. Assess the objectives of Conducting a career day or week in counselling programmes.

i. To expose students to the world of work.

ii. To match the classroom experiences and world of work.

iii. To make students realise that choosing a career involves not just admiring what the nature of the job
is.

iv. To make students understand the relationship between personality and make up desired career.

v. To clarify issues they do not understand from the resource persons.

Name: Ihiabe Glory Ojimaojo

Matric Number: NTI/PGDE/2022/4997

Course Code: PDE 717

Course Title: Introduction to Educational Technology

1. Define Educational Technology in five different ways by five different scholars.

G.O. Leith “Educational Technology is the application of scientific knowledge and learning and the
conditions of learning to improve the effectiveness and efficiency of teaching and training.”
Robert A. Cox “Educational Technology is the application of scientific process to man’s learning
conditions.”

John P. Dececco “Educational Technology is the form of detailed application of psychology of learning to
practical teaching problems”

E.E. Hadden “Educational Technology is that branch of educational theory and practice concerned
primarily with the design and use of messages which control the learning process.”

Richmond “Educational Technology is concerned to provide appropriately designed learning situations

which, holding in view of objectives of the Teaching of Training, being to bear the best means of
instruction.”

2. Instructional Technology is a subset of educational technology, discuss.

Educational Technology is a concept which is as wide as Education itself. Educational Technology implies
the use of all educational resources – Men, Materials, Methods and Techniques, Means and Media in an
integrated and systematic manner for optimized learning. Since it is wide, it has several scopes and
technologies amongst which Instructional Technology is one. Therefore, Instructional Technology is a
subset of Educational Technology which deals with a network of techniques or devices employed to
accomplish certain defined set of learning objectives. Instructional technology implies the application of
psychological, sociological and scientific principles and knowledge to instruction for achieving the
specific objectives of learning.

3. Differentiate between the three approaches to the concept of education and state the most preferred
approach with reasons.

SOFTWARE APPROACH

The software approach used the principles of psychology for building in the learners a complex
repertory of knowledge or modifying his behaviour. It originates from behavioural sciences and their
applied aspects concerning psychology of learning. Psychology of learning provides solid technology for
bringing desirable behavioural changes in the pupils and thus serves the cause of education of laying
down definite instructional procedure, teaching behaviour and behaviour modification devices. The
pioneering work in software approach was done by Skinner and other behaviourists. The programmes
which such a technology produces are often called software. Software Approach is also termed as
Instructional Technology or Teaching Technology or Behavioural Technology. Newspapers, books,
magazines, educational games, flash cards may also form part of software. Software approach is
characterised by task analysis, writing precise objectives, selection of appropriate learning strategies,
immediate reinforcement of responses and constant evaluation.

HARDWARE APPROACH

The hardware approach is based on the application of engineering principles for developing electro-
mechanical equipment for instructional purposes. Motion pictures, tape recorders, television, teaching
machines, computers are called educational hardware. Hardware approach mechanises the process of
teaching so that teachers would be able to deal with more students with less expenditures in educating
them.

SYSTEMS APPROACH:

System approach is a systematic attempt to coordinate all aspects of a problem towards specific
objectives. Webster’s dictionary defines a system as “a regularly interacting or independent group of
items forming a unified whole.” The characteristics of a system of may be explained with the help of an
example – various parts of the digestive system may be called as components of digestive system. Every
component of the digestive system contributes to as supports in functioning of the digestive system as a
whole.

The preferred approach is the The System Approach because it focuses first upon the learner and then
course content, learning experiences and effective media and instructional strategies. Such a system
incorporates within itself the capability of providing continuous self-correction and improvement. It is
concerned with all elements of instruction including media, including hardware and software. Its
purpose is to ensure that the components of the organic whole will be available with the proper
characteristics at the proper time to contribute to the total system fulfilling the objectives. In the
systems approach to instruction, the teacher has to plan completely the utilization of selected resource
material and the classroom activities. The teacher should have a good overall view of the subject, know
his/her limitations, know all about his/her pupils and the individual differences in their learning
capacities and plan accordingly. The system approach involves continuous evaluation of learning
outcomes and utilization of knowledge gained by analysis of results of evaluation to suitably modify the
plan of approach to achieve the stated objectives.

Name: Ihiabe Glory Ojimaojo

Matric Number: NTI/PGDE/2022/4997

Course Code: PDE 716

Course Title: Educational Supervision and School Inspection

1. Define School Supervision in two ways

Firstly, School Supervision is a positive process, which enables supervisees to gather feedback on
their performance, in order to help their continual progress and to identify the areas they need to
work on to help the growth of the school.
Secondly, school supervision is the practice of monitoring the performance of school staff, noting
the merits and demerits of their work, and using befitting and amicable techniques to reduce flaws while
building on merits thereby increasing the standard of schools and the achievement of their goals.

2. Mention 5 importance of school Supervision

i. It makes the achievements of the goals of education easier.

ii. It helps to provide academic guidance by an experienced teacher or expert/specialist in different

school subjects to help the junior teachers develop their skills and capacity.

iii. It helps to improve classroom management which will help to ensure discipline in the classroom.

iv. It helps to improve cooperation among teachers. It helps teachers to work together in order to
accomplish school goals and objectives.

v. It helps to improve methods of teaching.

Matric Number: NTI/PGDE/2022/4997

Course Code: PDE 716

Course Title: Educational Supervision and School Inspection

Itemise 6 areas a supervisor supervises in the classroom

1. The school environment

2. Relationship amongst teachers

3. School library services

4. Written work of the student and its corrections

5. The admission register

6. The school Time-table.

Name: Ihiabe Glory Ojimaojo

Matric Number: NTI/PGDE/2022/4997

Course Code: PDE 721

Course Title: Adult and Non- Formal Education

1. Define Adult and Non-Formal Education according to five (5) different scholars

a. Rogers (1992) defined adult education as all planned andpurposeful learning opportunities offered to
those who arerecognized and who recognize themselves as adult in their ownsociety and who have let
the formal initial education system (orhave pass beyond the possible stage of initial education if they
were never in it) whether such learning opportunities treat thelearners adult in decision making, use
appropriate adult learningmethodologies and style and purpose to meet their own need.
b.Liveright and Haygood (1968) defined adult education as aprocess whereby persons who no longer
attend school on aregular and full time basis undertake sequential and organizedactivities with the
conscious intention to bring about change ininformation, knowledge, understanding or skills
appreciation and attitude for the purpose of identifying and solving personal andcommunity problem.

c. Makulu (in developing adult education in Nigeria) consider adult education to mean “the all inclusive
pattern of adult educationdevelopment which has in view the need of the adult not only asan individual
but also a member of his community and whichhelp him to live more effectively in his society.

d.Okidera and Sarum (2001) adult education should be seen as theprovision of resources and support
for self directed learningrespective of age adult education should be distinguished fromschooling within
the overall concept of lifelong learning. Theemphasis should be the cultivation of total man
whoseeducational needs goes beyond cognitive knowledge but to otherareas of human endeavor.

e.Adewale L. (1996) defined adult education that is the action of anexternal agent in purposefully
ordering behavior into plannedsystematic experience that can result in learning for those whosuch
activity is supplemental to their primary role in society.

2. Give reasons why you think adult and non- Formal Education programme should be provided in your
state

a. It will help to develop the ability to critically use mass communication media to interpret the various
messages addressed to modern men and women.

b. It will help to develop an attitude of learning how to learn.

c. It will help to promote increased awareness of relationship between people and their physical and
cultural environment.

d. It would help to promote work for peace,national and international understanding and cooperation.

e. It would help in acquiring new knowledge, qualifications, attitude or forms of behaviour conducive to
the full maturity of the personality.

3. Differentiate between formal, Non-Formal and informal adult education.

Formal education is a structured and systematic form of learning. This is the education of a certain
standard delivered to students by trained teachers. To make sure formal learning is standardized and all
learning institutions (e.g. schools, colleges, universities, etc.) comply with these standards, formal
education in a country is governed by organizations.

Informal education can be described as a lifelong learning process. Informal education also takes place
outside of the formal learning classroom setting. But informal education does not involve rigid and
structured rules. The learners may get hands-on experience through informal education. Although
learners learn theories in the classroom setting, they are provided with the opportunity to get hands-on
experience through informal education.
Non-formal education can be delivered in places like sports clubs, drama clubs, scouting, seminars, and
conferences. Since education given in these institutions is well-structured, it directly affects the
development of the social skills of learners. At the same time, non-formal education is learner-centered.
It allows the learners to discuss and share their opinions with peers and provides a sense of
entertainment for the learners.

Therefore, Formal education may be a popular educational method, but it’s not the only one. It only
happens within a formal setting while Informal Education lacks the structure and standards of formal
education. Learning happens outside the classroom, whether in educational locations like museums and
libraries or in non-educational locations like at home or in non-educational organizations. And unlike
formal education settings, informal education is completely optional. Then, the Non-formal Education is
a mix of formal and informal. While it doesn’t have a syllabus or curriculum and isn’t necessarily taught
by people who are licensed to teach, it’s more structured than informal learning. Examples of non-
formal learning are organizations like the Boy or Girl Scouts, non-credit adult education courses,
seminars, and conferences.

Name: Ihiabe Glory Ojimaojo

Matric Number: NTI/PGDE/2022/4997

Course Code: PDE 720

Course Title: Comparative Education

QUESTION 1:

Propose a Case for making Comparative Education compulsory in our teachers education programme

"Less Privileged Children Education in Developing Countries: A Comparative Perspective "

This is meant to survey acquisition of education by Less Privileged Children in those nations to see how
opportunities are given to the less Privileged to contribute to the societal development and the world at
large.

QUESTION 2. Examine the Relevance of Comparative Education to Teachers:

1. To improve teacher education system. Education is a social agent for changes. This change goes with
time.
2. To improve and discover more areas of educational research, by comparable analysis of educational
management of various countries, politics and education, economics and education of other nations.

3. This serves as an eye opener to teachers .It gives a teacher an upper hand to explore other
educational policies in different nations. As teachers are the hope of every educational policies,
mandatory exposure to other education policies becomes imperative.

4. The study of comparative education is to enable the teacher have a philosophical foresight of
identifying and solving educational problems. Comparative education is rich enough to equip a teacher
with the skills, strategies to identify educational problems.

5. The study helps with vital information of how other nations undergo changes, reforms and
consequently how they manage to develop their education system and the strategies employed to
advance education.

6. The study allows flexibility of opinion in respect of education, choice in policy, implementation,
reformation, adoptation, adaptation and application by the study of various forms of education. There
will be a variety of choices and a pool of democratic opinions of education experts on policy formulation
and implementation strategies.

7. The study is a comparative analysis, that every nation is involved in by evaluating the existing
educational policies and comparing its success or otherwise of other nations for the purpose of
development.

QUESTION 3. DISCUSS THE FOUR PURPOSES OF COMPARATIVE

EDUCATION AS IDENTIFIED BY HAROLD J. NOAH (1985).

According to Noah (1985), comparative education has four purposes which are:

1. To improve the development of educational institutions and practice:

Comparative education seeks to improve educational institutions in world by
enabling other countries to adopt educational systems and practices of developed
nations that are suitable to them. This also includes ways of making education
practical as it is considered a consumer good and therefore must be planned to
have practical utility. For example, ability to read and write is practical and aspects
are equally made practical.
2. To describe educational system, processes or outcomes: Comparative education
explains all the essence of education which is concerned with imparting
knowledge, skills and abilities in people for good of the society. This helps other
nations to discover and appreciate what exists in other nations of the world and by
this it replaces the national pride and prejudice with objectivity of judgment that
facilitates international harmony. In this regard, other countries are appreciated for
developing systems not to only serve their own national objectives, interests,
values and aspirations but to also sustain educational systems of other countries.

3. To highlight the relationships between education and society: Comparative

education study the nature of other societies for innovation and acceleration of
institutions. By studying schools in other countries, comparative education opens
the window through which we can understand a society for often the school
reflects what the society looks like as schools are mirror of society. A school
actually reflects or represents the national character.

4. To establish generalized statements about education that is valid in more than

one country. Comparative education enables educationists to make general
statements about how education develops and also test how universally applicable
existing theories in education are and how new ones to be developed could be valid
globally. The enables educationists to discover which reforms and how best to
implement them, and also to ascertain successes to borrow and what failures to
avoid.